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FUNDAMENTALS OF CORRECTIONAL PEDAGOGY AND INCLUSIVE
EDUCATIONAL PROCESSES
Õmirbaev Oňalbay
Student of Karakalpak State University.
Seytnazarov Miyras
Student of Karakalpak State University.
Erdoshev Jòrabek
Student of Karakalpak State University.
Kurbaniyazov Miyirbek
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.15287401
Abstract. This study presents information on the basic principles of correctional pedagogy
and the history of its origin, as well as new modern methods of using interactive methods based on
pedagogical technologies. Based on this information, it is possible to further improve the quality of
education through the use of new pedagogical teaching technologies in inclusive education. During
this study, teachers are given instructions on creating new methods based on innovative pedagogical
approaches to inclusive education.
Keywords: Correctional pedagogy, inclusive education, interactive methods, pedagogical
teaching technology, interactive education.
ОСНОВЫ КОРРЕКЦИОННОЙ ПЕДАГОГИКИ И ИНКЛЮЗИВНЫХ
ОБРАЗОВАТЕЛЬНЫХ ПРОЦЕССОВ
Аннотация.
В исследовании представлена информация об основных принципах
коррекционной педагогики и истории ее зарождения, а также о новых современных методах
использования интерактивных методов на основе педагогических технологий обучения. На
основе этой информации станет возможным дальнейшее повышение качества образования
за счет использования новых педагогических технологий обучения в инклюзивном
образовании. Это исследование предоставит учителям рекомендации по созданию новых
методов, основанных на инновационных педагогических подходах к инклюзивному
образованию.
Ключевые
слова:
Коррекционная
педагогика,
инклюзивное
образование,
интерактивные методы, педагогические технологии обучения, интерактивное образование.
KORREKSION PEDAGOGIKA ASOSLARI VA INKLYUZIV TA’LIM JARAYONLARI
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Annotatsiya. Ushbu tadiqotda korreksion pedagogikaning asosiy tamoyillari va korreksion
pedagogikaning kelib chiqish tarixi, shuningdek pedagogic o’itish texnologiyalarga asoslangan
holda interfaol metodlarni qo’llashning yangi zamonaviy usullari haqida ma’lumotlar keltirib
o’tilgan. Ushbu ma’lumotlarga asoslangan holda inklyuziv ta’limda yangi pedagogik o’qitish
texnologiyalaridan foydalanish orqali ta’lim sifatini yanada oshirish mumkin bo’ladi. Ushbu
tadqiqot davomida inklyuziv ta’limga innovatsion pedagogik yondashuvlar asosida yangi
metodlarni yaratish bo’yicha o’qituvchilarga ko’rsatmalar berib boriladi.
Kalit so’zlar: Korreksion pedagogika, inklyuziv ta’lim, interfaol metodlar, pedagogik
o’qitish texnologiyasi, interfaol ta’lim.
Introduction
The main goal of correctional pedagogy is to study the necessary conditions for the education
of anomalous children and to provide educators and teachers with methods for correcting,
eliminating or making their shortcomings as invisible as possible. The task of correctional pedagogy
is to organize integrated, inclusive or differential education, studying the causes and types of
anomalies, and the features of the psychophysiological development of anomalous children, and to
engage in their education and upbringing. Correctional pedagogy is considered a new science
compared to other sciences. This science began to develop mainly in the middle of the 19th century.
The great psychologist Professor L.S. Vygotsky made a great contribution to the
development of this science. In 1925, the Institute of Experimental Defectology was founded in
Moscow. This institute was headed by L.S. Vygotsky. L.S. Vygotsky studied the features of the
development of anomalous children and also developed a doctrine about the complex structure of
defects. In the book “The Main Problems of Correctional Pedagogy”, he studied the need for
developmental education with anomalous children, studied the methods of correction and
compensation, and highlighted the methods of their implementation. The main tasks of correctional
pedagogy. There are general laws for the development, education and upbringing of anomalous
children of various categories. The basis of correctional pedagogy is a comprehensive, physiological
and psychological study of anomalous children, the tasks of which include:
- correction of defects and identification of correctional and compensatory possibilities of a
child with various developmental deficiencies;
- solving the problems of anomalous children in order to implement differentiated education
and upbringing;
- identification and registration of anomalous children;
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- scientific development of methods for early diagnosis of developmental anomalies;
- development of measures to correct, eliminate or reduce developmental defects in children;
- development of a system of preventive measures to prevent abnormal childhood.
Interactive education, interactive methods are a system of methods based on regular
communication, a system of education and methods with the cooperation and active participation of
students. In other words, interactive methods of teaching are a special form of organizing cognitive
and communicative activities, in which students are involved in the process of cognition, they have
the opportunity to understand and think about what they know and think. The role of the teacher in
interactive lessons is partly to direct the activities of students to achieve the goals of the lesson. The
peculiarity of these methods is that they are implemented only through the joint work of the teacher
and students. Currently, modern teaching methods are widely used in the educational process. The
use of modern teaching methods leads to high efficiency in the teaching process. It is advisable to
choose these methods based on the didactic task of each lesson. Enriching the traditional lesson
form with various methods that activate the activities of students leads to an increase in the level of
students' mastery. Today, in a number of developed countries, methods that form the basis of
extensive experience in the use of modern pedagogical technologies that guarantee the effectiveness
of the educational process are being developed under the name of interactive methods. Interactive
teaching methods are currently the most widespread and widely used in all types of educational
institutions. At the same time, there are many types of interactive teaching methods, and there are
currently suitable ones for the implementation of almost all tasks of the educational process. In
practice, it is possible to select the appropriate ones for specific purposes and apply them
accordingly. This situation has now created the problem of choosing the right interactive teaching
methods to achieve specific goals. This requires rational organization of the lesson process, constant
stimulation of the interest of the learners by the teacher, their activity in the learning process,
division of the educational material into small parts, use of methods such as brainstorming, work in
small groups, discussion, problem situations, reference texts, projects, role-playing games to reveal
their content, and encouragement of learners to independently perform practical exercises.
Interactive teaching methods are often used in conjunction with various forms of training
technologies. The use of these methods increases the activity of the participants in the training and
improves the effectiveness of training. The choice of methods and methodological approaches by a
teacher in preparation for a new topic means balancing their interchangeability in terms of time and
didactic purpose. As a result, conditions are created to ensure a high level of intellectual and
practical activity of children with disabilities.
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Properly applied methods deepen knowledge of objective reality and increase the holistic
and scientific-theoretical level of training. Consistently selected teaching methods lead to a certain
level of development of knowledge and professional interest, activation of independent practical
activity. In pedagogy, a large number of criteria for choosing traditional methods have been
developed, more than twenty of them have been cited in the works of didactic scientists in recent
years. One of the most serious didactic problems is the question of what the choice of teaching
methods depends on. The criterion for choosing interactive methods is their high orientation towards
solving problems of developing education and upbringing. This criterion is introduced by assessing
the possibilities of solving tasks in one or another sphere of different methods, since their
possibilities in mastering elements of social experience are different. The next criterion for choosing
interactive methods is their correspondence to the nature of the educational content. The content of
the method is also determined as a part of the movement. Therefore, it is obvious that this criterion
should be taken into account. If one method fully reveals the content of the subject, then another
allows for its positive mastery. Another criterion for choosing interactive methods is their full
compliance with the learning opportunities of children with disabilities, that is, ensuring the unity
of internal and external conditions for effective learning activity.
Conclusion
Thus, the educational process in inclusive educational institutions is carried out within the
framework of a multifaceted integrated system organized in accordance with modern forms and
methods of teaching. In this case, each form performs its assigned tasks, but the set of forms and
methods forms a single didactic complex. The implementation of this didactic complex is
determined by the psychological and pedagogical laws of the educational process. One of the
important requirements for the organization of modern education is to achieve high results in a short
time without spending excessive mental and physical effort. Delivering certain theoretical
knowledge to students in a short time, forming skills and competencies in them for a specific
activity, as well as monitoring the activities of students, assessing the level of knowledge, skills and
competencies acquired by them, requires the teacher to have high pedagogical skills and a new
approach to the educational process.
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